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July 2002

Learning and Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education

Walter R. Jacobs University of Minnesota, [email protected]

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Recommended Citation Walter R. Jacobs. "Learning and Living Difference That Makes A Difference: Postmodern Theory & Multicultural Education" Multicultural Education (2002): 2-10.

This Article is brought to you for free and open access by the Sociology and Interdisciplinary Social Sciences at SJSU ScholarWorks. It has been accepted for in Faculty Publications, Sociology by an authorized administrator of SJSU ScholarWorks. For more information, please contact [email protected]. RECENTLY A COLLEAGUE and I discussed Christopher Newfield and Avery F. the identities and forces in addition the apparently thorough-going "politically Gordon (1996) argue that this is an ex- to race that comprise social life. It correct" racial discourse in her predomi- ample of as "assimila- supports race consciousness along nantly White lower-level university class. tionist pluralism," where multiple groups with anti-essentialistnotions ofiden- Her "Blues in Shifting Cultural Contexts" may have unique sub-cultures but are (and tity and social structure, and refines students, it seems, passionately argue that should be) unified by common core prin- our understanding of the way racial early 20th century American blues (per- ciples to which all should aspire. Difference and other dimensions of culture in- formed almost exclusively by African- is acknowledged, but only on a superficial, fluence even apparently neutral in- Americans) is the most "authentic" period, stitutions. And it putspolitical equity decorative level. In the case of my colleague, at the center of any discussion of but are equally adamant that "the Blues" then, she should stress that music is the cultural interaction. (Newfield & is not an African-American art form, that process of influences on a soon-to-be level Gordon 1996:107) anyone can perform it, as all Americans playing field, that all should be allowed to have equal rights and a common non-dis- access the cultures of Others regardless of Such a project is a multiculturalism criminatory cultural core. The students, fur- background or experiences in the attempt that not only informs Americans about ther, wondered why their White instructor to form a common American culture. inequalities in American society, but seeks thought it was so important to talk about Newfield and Gordon argue that as to transform it. Multiculturalism that the racial determinants of music production America becomes an even more multicul- transforms as well as informs is the needed and reception, arguing that they should be tural society difference must be theorized next stage in multiculturalism's long his- allowed to just enjoy "music for everyone" more completely to examine destructive as tory (Davis 1996). How, though, can we produced in a multicultural society. well as productive manifestations. Multi- actualize this theoretical dictum? Multiculturalism-guidelines for life culturalism must be recast from a fusion of In this article I offer a strategy, arguing in a diverse pluralist democratic society- pluralism and assimilationism to one of that applying postmodern theory to it seems, is the ability to freely appreciate pluralism and cultural nationalism (mov- Newfield and Gordon's (and others in Gor- and consume the cultures of Others, in the ing toward one people), where groups func- don & Newfield 1996) transformative un- process erasing any trace of social stratifi- tion significantly as both separate entities derstanding of multiculturalism provides cation and inequality that is lived reality of and as "Americans" in ever-shifting con- us with a "multiculturalism [that] would those Others. figurations. In this operationalization, simply make real do multiculturalism what it says it means. That in itself would Walter R. Jacobs is an assistant professor make quite a difference" (Newfield & Gor- in the General College takes a multicentered national cul- don 1996: 109). at the University of Minnesota, tural as encompassing the inter- I will juxtapose each point in Newfield Minneapolis, Minnesota. sectionality of race with the range of and Gordon's transformative multicul-

MULTICULTURAL EDUCATION 2 I

turalism project-multicentered culture, MULTICENTERED CULTURE argue that subjects in late modern anti-essentialist race consciousness, and and/or STRANGE TEXTS post-modern societies are constantly bom- political equity-with aspects of a AND THE MATRIX OF DOMINATION barded with cultural postmodern theorization representations of of American soci- themselves and ety as a consumer-driven It is possible Others, and that these economy satu- for students simulta- images, sounds, rated with neously to and words occlude multiple mediated fragmented, be very canny about the undergirding unstable, constantly-evolving socialforces that define theiridentity social and material condi- discourses tions of lived and cultural interaction and still take their own subject posi- realities. In other words, dif- (Bertens 1995; ference is everywhere, Harvey 1989; Kellner tion as the real itself, against which but exists mainly to 1995; Lury 1996; produce and Seidman 1998). radical differences are dismissed as reproduce the desire to con- sume, which may be the ultimate I will empirically illustrate this bizarre. Even though the day-to-day expres- theo- experiences sion of American-ness. McLaughlin retical construct with data from my research of contemporary stu- argues dents includes complex that college students are especially project of college classrooms as "subaltern negotiations adept with difference across lines of gen- at reading and using the codes counterpublics," which are spaces where of a der, race, class, religion, etc., these multiculturalism as such students and instructor(s) 'invent an assimilation- and ex- differences are often softened by an ist pluralism, where consumption plore counterdiscourses to formulate stands oppo- offhand, hip, MTVeejay style that as the great unifier. sitional interpretations of their identities, can be adopted by almost anyone How can we actualize a transforma- interests, and needs" (Fraser 1992: 123). young. Encounters withtruly strange tive multiculturalism in which students Specifically, I will use an analysis of the TV texts and experiences are rare. rethink America as more than a giant show TheX-Files to showhow a discussion of (McLaughlin su- 1996:157) permarket, examining the disparities "Whiteness" generates larger discussion of in Although group access to its productive processes transformative multiculturalism in which "postmodern theory" means as different things well as rear-end commodities? How difference really does make a difference. In in different contexts-and can even different teachers encourage "border crossings" order to live such a multiculturalism, we things in the same context! (see Bertens (Giroux 1992; see also Anzaldua must adopt a perspective in which it 1995 for comprehensive sur- 1987) is a between academic and means, not an ends, where we continually vey)-the ubiquity and power of media is a everyday worlds, central and across and among disparate learn and re-learn what life in a diverse component in many accounts of life cultures in to encourage more democratic society is all about, and how it matters. America as either governed by and humane I postmodern conditions, or rapidly falling understandings and interaction? How can into "the postmodern" (e.g., Balsamo 1997; teachers make sure that multiculturalism Fiske 1994; Kellner 1995; Grossberg 1997a, goes beyond a surface political correctness, 1997b; McRobbie 1994). These theorists and is part of a multiculturalism that "doesn't see itself as a goal but

SUMMER 2002 3 I teachers must tackle such resistance if we rather argues that diversity must be af- 1995). Collins offers us this invaluable or are to create anti-essentialist discourse firmed within a politics of cultural criti- lesson: no one is purely an "oppressor" (the second component of Newfield and and a commitment to social justice" purely "privileged." We never reach a state cism Gordon's (1996) transformative multicul- (McLaren 1995: 126; see also McLaren & in which we are not empowered vis-a-vis a turalism) and an empowering sense of Farahmandpur 2001)? some Other group; we always exist in marginality, as voiced above by . A "social postmodernism" (Nicholson cauldron in which sometimes we are op- In order to help instill a sense of hope in 1995) may address these ques- pressed and sometimes we are oppressors. & Seidman students and encourage them to tackle tough tions, and offer us (at least) two guidelines. We-like any- and every-one else-must since questions, teachers must "emphasize the is anchored in the cultures and politics of maintain eternal vigilance, especially It partiality of any approach to challenging "the new social movements" (see also Omi media still portray some groups unequally quo oppression and the need to constantly re- 1996; Omi & Winant 1994), and attempts in order to legitimate the status 1995). work these approaches" (Kumashiro 2001: to transform America into a more just and (Valdivia 1995; Wilson & Gutierrez can teach 4), and demonstrate that we are as deeply democratic space. First, social postmodern- In essence, college instructors the immersed in the complex muck as are the encourages us to explore a "radical a transformative multiculturalism by ism students, yet somehow manage to survive democratic" approach to citizenship in late critical use of its most common manifesta- can and, indeed, thrive in chaotic and disorient- Capitalist society: articulations about "the tion: popular media culture. Teachers that ing spaces. In other words, the teachers common good" are viewed as "'a vanishing expose students to media products such as must also become texts: by presenting our- point," something to which we must con- have explicit social commentary, & selves as real live individuals with a rich refer when we are acting as citizens, the HBO film Space Traders (Hudlin stantly set of fears, vulnerabilities, hopes, dreams, be reached" (Mouffe 1995: Hudlin 1994), in which the citizens of the but can never aspirations, we can help students ex- 1995). United States vote to trade all African- and 326; see also Fraser their own complex realities and cre- of this is learning Americans in exchange for new technolo- amine A critical component powerful and optimistic identities and and ubiquitous com- gies from extra-terrestrial aliens. When ate and living the intricate of critical agency (Jacobs 1998). by our existence in watching and discussing "strange texts" a sense plexities introduced instance, I tell each of my classes 1995) and con- like these (those that are unusual, and For expanding media (Kellner of how I-a 6'5" male middle-class 1996) cultures. challenge comfortable taken-for-granted the story sumer (Jameson 1983; Lury African-American-was social worlds problem- assumptions), students start to take a heterosexual We should make our by a police officer while riding my [that] would be much closer look at how priorities are set stopped atic, creating "problems at midnight, because I "fit the de- that they raised and articulated by the State, and to ques- bicycle significant to the extent of a known perpetrator (a Black and groups in our tion their places within American and world scription" questions for individuals man who rides a bicycle at night!). I disclose that would not simply un- societies and histories (Brooks & Jacobs society in ways that during the stop I was initially excited presentist orientation or 1996; Jacobs & Brooks 1999). Michel de derwrite a purely to get lived experience of possible discrimi- to rewrite the past Certeau (1997/1974:31) argues that "spec- a projective inclination that I could share with the class, but or vehicles for tators are not the dupes of the media the- nation in order to find mouthpieces then became concerned that I may be taken values" (LaCapra ater, but they refuse to say so." We must currently affirmed to the station on the officer's whim. We college classroom, we teach encourage students to say so. 1997:62). In the discussed how as a privileged academic I - and remind ourselves -that our students could enjoy parts of the experience, but as of perspectives and ANTI-ESSENTIALIST particular articulations African-American, I may be concerned that go be- an experiences have implications RACE CONSCIOUSNESS about racist treatment. I usually then add our immediate interests, and that the yond THE TEACHER AS TEXT other social locations to the discussion, under negotia- "common good" is always (among other things) gendered diver- located in the margin. I make a analyzing tion, and affects different groups in I am to which African-American definite distinction between margin- harassment gent ways. menwould be immune (e.g., Iwouldn't think enter the "matrix of ality which is imposed by oppressive Second, we must twice about wandering around a city street 1991). In the new structures and that marginality one domination" (Collins at midnight). Note that "not just any par- minorities form chooses as a site of resistance-as social movements social tial perspective will do; we must be hostile understandings of the location of radical openness and pos- counter-hegemonic to easy relativisms and holisms built out of it is necessary for sibility. (hooks 1990:153) common good. While summing and subsuming parts" (Haraway to form oppositional un- marginalized peoples When students' taken-for-granted 1991: 192). The standpoints of the subju- efforts can lead to we understandings, these derstandings are displaced-when gated are not "innocent," and must be ex- inter- and intra- dupes- serious problems in both make them say that they are not amined, decoded, and interpreted, just like marginalized with multiple group interaction. Internally, and when they are confronted the standpoints of the privileged. This is discourse, have- groups can generate essentialist complexities about societal haves and Collins' (1991) matrix of domination: we battles blam- policing boundaries in destructive nots, students often become angry, must illustrate the operation of both privi- those who "think" with and/or to the exclusion of ing the teacher for making them leged and dominated identities and result- enough," or Some aren't "Black enough," or "Queer (hooks 1994; McLaughlin 1996). experiences, and be willing to explore such po- ing "real feminists," etc. Externally, wrestle with the challenge constructively, their complex intersections instead of se- narrow identifica- in which lice action may lead to but some yearn for simpler days lecting the most convenient (justification of oppression, and op- tion with one axis of they were comfortably oblivious to the a simplistic right/wrong) understanding. great- squabbles over "whose oppression is eration ofpower at the level ofthe everyday, In multiculturalism as assimilationist of oppres- to est," and/or what combination and resist complex analysis. According pluralism we focus on race as an essence is "identity messy.... sions is more destructive. This Takata (1997:200), "Learning is (identities are fixed and powerful), or as an to be over- tempo- politics" at its worst, and needs There are often frustrating detours, illusion (identities are fluid and meaning- Seidman but come (Haraway 1991; Nicholson & rary setbacks, and latent learning," I

MULTICULTURAL EDUCATION 4 A. Kumar 1997; Robbins 1993; Weintraub & K Kumar 1997). Amongother things, debate ranges aroundwhethertherewas and should be one public sphere, or multiple spheres. Multiculturalism as assimilationist plural- ism depends on the hegemony of one over- arching public sphere, in which (1) partici- pants attempt to bracket status differen- tials andinteract as iftheywere social equals; (2)fragmentationintomultiplepublicspheres is viewed as a move toward less democracy; (3) the appearance of private interests and issues is undesirable; and (4) there is a sharp division between civil society and the State (Fraser 1992:117-118). Fraser (1992:122) argues that this arrangement is counterpro- ductive to atransformative multiculturalism, as "in stratified societies, arrangements that accommodate contestation among a plural- ity of competing public better promote the ideal ofparticipatory parity than does a single, comprehensive, overarching public." She of- fers the notion of "subaltern counterpublic" less). A transformative multiculturalism Middle-class academics of color-as well as essential to the creation of strong views it as a both/and dynamic (Omi & as other academics-need to produce more multicultural identities and practices. Winant 1994): "race" can be given many scholarship that disrupts a multicultural- We can very quickly discern the specific meanings, but these meanings are, indeed, ism of assimilationist pluralism and dis- problems with the attempt to retain one very powerful, especially when linked to seminate visions of a transformative public sphere as ideal. First, it is not pos- other discourses, such as "gender" and "class." multiculturalism in popular as well as aca- sible to truly bracket social status designa- To create anti-essentialist discourse, teach- demic circles (McLaren & Farahmandpur tions and act as neutral, objective, and ers must stress that articulations of how 2001). Lubiano (1996:75) concludes that disembodied agents; even in cyberspace, and why we are socially advantaged in some "the water is being poisoned right here at discourse bears the trace of social location ways and socially disadvantaged in others the epistemological well. It is important to and experience, despite attempts to hide may vary by context, both temporally and make a stand right here at that well [the them (Miller 1995). Second, a focus on one spatially. We must strive to "illuminat[e] university as political economic system]." public deflects scrutiny of the interactions the various ways in which representations Indeed, the project of transformative of margins and centers, an awareness that are constructed as a means of comprehend- multiculturalism still needs to be engaged centers shift and are won and lost through ing the past through the present in order to on many fronts. the struggles of formations of individuals, legitimate and secure a particular view of that "a center has no meaning apart from the future" (Giroux 1994: 87). POLITICAL EQUITY its dialogue with cast out and marginalized I will provide a complete example ofjust CLASSROOMS AS SUBALTERN elements of a culture.... [M]ulticulturalism how this process works in the discussion of COUNTERPUBLICS has demonstrated that there are always students' reception of "The Post-Modern more stories than the dominant culture Prometheus" episode of The X-Files, below. Historically, therefore, members of chooses to tell" (Nelson 1997:127). Third, Before closing this section, let me note that subordinated social groups -women, feminist theory and practice has a long and as cultural workers, college teachers can workers, peoples of color, and gays powerful history of demonstrating that the play a task in actualizing a more transfor- andlesbians-haverepeatedlyfound private is intricately bound up in the public it advantageous mative multiculturalism outside ofthe class- to constitute alter- (Bartky 1990; Collins 1991; Faludi 1991; native publics. I have called room as well. these hooks 1990). Fourth, demonstrating Wahneema Lubiano (1996) "subaltern counterpublics" in order criti- reminds us that the State depends on knowl- to signal that they are parallel discur- cal links between civil society and the State edge produced by universities to discipline sive arenas where members of sub- was a central project of the Civil Rights marginalized groups (in Foucault's (1978, ordinated social groups invent and movements and is continued in the work of 1980) sense of power/knowledge in the pro- circulate counterdiscourses. Subal- the new social movements (Nicholson & duction of docile bodies). She argues that tern counterpublics permit them to Seidman 1995, Omi & Winant 1994). Subaltern counterpublics radicalmulticulturalismoffersthepos- formulate oppositional interpreta- are places where members of multiple sibilityofcounteringthe state's use tions of their identities, interests, groups do not of attempt the intellectual and cultural produc- and needs. (Fraser 1995: 291) to find easy glosses of the complexi- ties of multicultural life. They struggle with tionsofandaboutmarginahizedgroups There is much current scholarship onthe the disparate traditions and rules of the and thus offers institutionally trans- natures, histories, and social implications of groups to which participants belong. To ac- formativepossibilitiesformiddle-class the theory and practice ofthe "public sphere," tualize a transformative multiculturalism people of color affiliated with univer- the body of "private persons" assembled to sities in the university setting we must create who, as I've suggested, are also debate matters of "public interest" in efforts themselves bound up with this state- classrooms as subaltern counterpublics, to shape the "public good" (e.g., Calhoun 1992; sponsored knowledge. (p. 71) encouraging students to speak from their

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SUMMER 2002 S experiences, but not necessarily for their theoretical concepts, and to stimulate per- a creation of Izzy's fertile imagina- groups. We encourage students to critically sonal reflection and sociological analysis. tion. Izzyclaimshe, andmanyothers explore the perspectives of others: During the spring semester the class in the community, have seen the encountered an episode of the Fox TV creature-who apparentlyhas a pen- harm It is important to document the network's show The X-Files. The X-Files is chant for peanut butter sandwiches. done by uncomprehending appro- the adventures of two FBI agents - Izzy and his friends lead the detec- priations of cultural creations, to face about Fox Mulder and Dana Scully-who battle tives to a wooded area, and using squarely the consequences of mis- sandwiches for bait, lure the crea- the paranormal, extraterrestrial aliens, takes in the reception, representa- ture from its hidingplace. The group tion, and reproduction of cultural and vast government conspiracies. On Mon- gives chase, but the creature disap- images, sounds, and ideas. But the day, February 16, 1998 I showed the class pears into the darkness. Mulder then biggest mistake of all would be to the 60-minute episode "Post-Modern encounters an Old Man, who claims underestimate how creativelypeople Prometheus" (Carter 1997), fast-forward- the real monster is his own son, struggle, how hard they work, and ing through commercials. We had a brief renowned scientist Dr. Francis how much they find out about things discussion ofthe show afterwards, and more Pollidori. The agents visit Pollidori, that people in power never intend for extensive analysis during the next class who describes his experiments in them to know. (Lipsitz 1996: 412) period, Wednesday the 18th. genetic manipulation. He displays a aired on No- photo of a fruit fly head...with legs In a classroom as subaltern counter- The episode originally so it was still in the growing out of its mouth. Later, public, we simultaneously learn and live vember 30, 1997, of the students. The Pollidori bids good-bye his wife, Eliza- "the stories and tell the tales that will con- memories of a few semester, beth, as he embarks on a trip out of nect seemingly isolated moments of dis- undergraduate assistant for the and I enjoyed it as well, as town. Moments later, termite tent- course-histories and effects-into a narra- Jennifer Richie, that "Oh, how much I do love ing falls past Elizabeth's window. tive that helps us make sense oftransforma- Jennifer noted seeing this episode again! It is my favor- When the agents stop by a coun- tion as they emerge" (Balsamo 1997: 161). ite!" First-time viewers also enjoyed it, try diner in downtown Bloomington, Teachers and students both practice 'teach- they are feted with heaping plates of even though it could (and did) disturb some, ing to transgress" (hooks 1994), practicing a food. It turns out that the entire town that hit very close to (a multiculturalism that recognizes an due to elements believes Jerry Springerwill do a story literal) home. The following summary of America of multicentered culture, attempts on the creature....the result of a news- the episode is taken from the officialX-Files to create anti-essentialist race conscious- paperarticleinwhichMulderisquoted web site (http://www.thexfiles.com/), and ness, and places discussions of political as verifying the monster's existence. the header "Townspeople in rural Indi- equity at the center of debate. I now turn to has The agents realize Izzy secretly tape ana believe a Frankenstein-like creature an extended illustration ofhow such a project recorded their conversations. roams the countryside." along a coun- may be implemented. As the agents drive try road, Mulder spots Pollidori's In a rural Indiana neighborhood, tented house. The pair race inside, OEBATINO WHITENESS Shaineh Berkowitz watches a day- where they discover Elizabeth's un- time talk show on television. So en- THROUGH RECEPTION conscious body. Shortly thereafter, tranced is she by the interview, that the agents also lose consciousness. covering OF THE X-FILES she fails to notice someone The Old Man, Professor Pollidori's the home with termite tenting. A father, steps from the smoke, a gas During the 1997-1998 academic year I dark figure enters the kitchen and conducted an ethnography of the introduc- mask covering his face. When the drops a white cake into a skillet, agents regain consciousness, Eliza- tory-level "media culture" sociology classes that triggering a chemical reaction beth describes her attacker as a hid- I taught at Indiana University-Blooming- produces a gaseous white cloud. Sens- eously deformed man with two Shaineh ton. This ethnography attempts to (1) un- ing a presence in the house, mouths. derstand how students use the media and investigates. Suddenly, a horribly The Old Man brings the Crea- face its products to form understandings about disfigured, Frankenstein-like ture a peanut butter sandwich as it themselves and Others; and (2) build on the emerges from the misty darkness. watches the movie Mask, starring idea of a college classroom as a place of Shaineh gasps in horror. Cher, on television. Pollidori con- learning, to investigate strategies for de- Later, as the agents drive fronts his father, and in a rage, veloping critical thinking and action in or- through the Indiana farmland, Scully strangles him. Amob oftownspeople reads aloud a letter addressed to der to help students actively use mediated forms around the local post office as Mulder. Init, Shaineh describes how, a mail clerk proclaims he's found the understandings of social interaction in the 18-years earlier, a presence entered classroom as well as other spaces. It is monster. He pulls someone wearing her smoke-filled bedroom as, a rubber Mutato mask from the back based on (1) observational data (collected strangely, the voice of singer Cher by five undergraduate assistants and me); room, then yanks off the mask, ex- filled the air. Three days later she posing Izzy. The postal worker then (2) analysis of assignments which were woke up pregnant with her son, Izzy. designed to encourage critical engagement displays a box he intercepted, which Shaineh explains that she saw is fillec&with identical masks. media and mediated information; and with MulderonTheJerrySpringerShow, Records indicate that the resi- (3) analysis of meta-discursive data: com- and hopes he will investigate her due from the white cakes is a sub- ments on the course and classroom dynam- case. The agents do, indeed, drive to stance used to anesthetize herds of ics, such as in course evaluations, and the Shaineh's home. There they discover animals. Its use is monitored by the course electronic conferencing system (EC), a comic book bearing the exact like- FDA, leading the agents back to the where students post messages on a World ness of the creature Shaineh claims Old Man's farm. When the agents Wide Web site to be read by classmates. I attacked her. Shaineh explains the arrive at the scene, a diligent news- used multiple media texts to illustrate monster is called The Great Mutato, paper girl, who had been recording

MULTICULTURAL EDUCATION 6 that's pretty cool, it gives things a new perspective. I thought the mod- em dayPrometheus episodewascool, and a good commentary on society. When large groups of people get to- gether, theyseemtoexaggeratethings and jump to conclusions, not to men- tion following a leader who's inten- tions are alittle questionable and could be self-serving... just take a look at HIter.Truettheepisodewassupposed to take place in Bloomington, and the town was small minded, but that was the beauty of it. It was supposed to be PulpFiedon, and I'mnottalklngabout the Quentin Tarantino movie either. I mean, in the one of the final scenes notes about the case, desciibes how 'I think that the show was taking a when they have the Great Mutato she witnessed the creature burying shot at Indiana as a whole. It was comeered andit flashes fromthetowns- the Old Man. Shortly thereafter, an inferring that rural people (or white people to the barnyard animals they angry mob makes its way towards trash) think shows like Jerry resemble, that is saying that we all the farm. The agents realize Pollidori Springer are the watchdogs of really live ina great bigharnyard and killed his father. They befrend the America. That talk shows are re- we are the animals. Nature plays a frightened Mutato and attempt to sponsible news reporting agencies. part i the world of humankind and escape, but they are spotted by the This of course makes a statement society, with everyone playing their mobandretreatintoacellar. Pollidori about the intelligence of said rurals. 1littlerolein the environmentsoit can and the townspeople burst into the It also offered some insight into the come together and be a fanetional basement. There, Pllidori clairs the compassion country folk are capable whole. When you mess with nature Creature was brought to life by his of. Although that is definitely a sec- and something foreign is introduced father. The Creature claiinshenever ondary point of the authors!" into your environmrent, something harmed another soul. He explains you cant understand, you naturally how, 25 years ea-lier, the Old Man "The X-Files episode viewed in class are seared of it and wantto remove or realized his son was conducding se- thisweekisonethatstuckwithmefor destroyit. Itwas alsosupposedtohave cret experiments--of which he quite a while after the first time that a comical twist, with quick wit but a (Mutato) was an unfortunate prod- it aired. I do agree with many of the plotthat still makesyouthink. Ithink uct. The Old Man grew to love the othercommentsmadethatitotrays that's what we need more of, shows Creature, and then set out to create small towns in a very negative way, that aetually make you think instead it a mate. As the Creaturecontinues but there are some people that exist of turning your brain into a virtual his tale, the agents) puttingtogether just as shownon this episode, Ibleheve jello mold because you stare at a tele- two and two, look around the cellar that they were trying to show the vision screen for countless hours a at the townspeople..oAne of whom extremes/rednecks to make people day and absorb what amous in real- resembles a horse, another a Billy more awarethatthis mentalityisstill ityto, well, crap." goat and so on. The mob concludes alive. this episode was extremely Mutato is not a monster after all. A moving, and it showed that so-called In these and other EC messages the police cruiser transports Pollidori "freaks" have hearts, emot:ions, and students explored "Whiteness," the racial from the scene. The agents take the should be loved not feared, hated, or identities and practices of Whites in Creature into custody, but instead of treated like nothing." America. Specifically, we explored the "see- transportinghimtojail, theyheadfor ond wave" of Whiteness. The "first wave" "After sitting and listening to our a Memphis nightclub, where Cher focused discussion in class about white trash on making Whiteness visible, mark- sings to Mutato, her biggest fan. indlividuals Ifelt other races were left ing i as a social construction that is imper- Althoughthisweb sitedescriptioniden- out of this stereotyping. I happen to manent and situated; these studies dem- onstrated that Whiteness tifies the location of the episode as being in come across an episode of the matters, that Bloomington, Indiana, that is not at all Simpsons andMilhoursesaidto Bart, Whites have privileges due solely to their racial clear in the episode itself. In fact, one must 'Well,you'renothingbutyellowtrash!' categorization (e.g., see Frankenberg deduce the location from three clues, each That made ne question why white 1993; Morrison 1992). "Second wave" writ- trash only briefly shown in passing: (1) license is confined to whites only. Is ings (see Jacobs 1997) move on to examine there such a think as Black trash plates on cars are Indiana plafes, (2) the or howWhiteness operates in eonjunctionwith Asian Trash? In reality there is, we agents show Pollidori a University other social categories, issues, and powers: of Indi- just don't label it, Since many por- ana Press" news release, and (3) Mulder what are the ways it matters, and what are trayalrs ofmainorities inthe media are the consequences reads a "Bloomino World" newspaper in of particular articula- not the most positive of sorts net- tions? In the introduction to Whiteness, Mike the coffee shop. On Wednesday I asked the works may deem itnecessaryto poke class if anyone thought about where the Hill (1997-12) adds that the second wave the fin stick at someone else-the must not be surfed in such a way that re- episode may be set, and one student iden- shrinking majority.F tified Bloonington, aind cited dlues (2) and centers Whiteness in "an attempt to Iactify' (3). This set off a spiri:ted debate about "I amabigfan ofTheX-Files because ethnic differences and stay relevant in these stereotypes i-n class, as well as in the EC: I thinkitisa smart show that hasvery lean, mean times of liquid cultural capi- interestingstoxiesandjustweirdstuff tal." Whiteness must be critically interro-

SUMMER 2002 7 gated in ordler to create strategies for reduc- rative 'trash,' can the somewhat simrilar Some movie, article, or song will put ing its power to terrorize its Others (and terms 'hillbilly' and 'redneck' be used in a new spin on the word, possibly Whites too, acco-rding to somie), in multiple positive ways? And to connect the two ques- mnake it the opposite of what it was contexts (Frankenberg 1997; Hill 1997; tions, what's the role of media in this re- (derogatory to 'compliment' andvice Wray & Newitz 1997). appropriation, the process of giving a termn in Class I explicitly called Whiteness to a different meaning and use?"' Several stu- the floor, by asking "What does this episode dents joined the discusion, With very in- say about White people?" After a minute of sightful observations: blank stares, one of the students from a ,,I agree with what [student] said rural background raised his hand and made about the difference between self find a way to ake yorefbetter points that he expanded in the EC, the first. agaistoher hits. I think there's labelnyusl s'u&ad'ht of the above citations. Other stdnsthe-n trash.'Te r w opeeydf alreay enughneativ sterotyps forminrites,sothee nedstobe joined in, both from urban and rural back- ferestthngs isoal hr'o grounds. They explored intersections of the clear definition of what white trash somwhtesnow fo I ouln'tbe- standard race-class-gender triangle, as well is. I don't think someonewould want lieve how people were laughingwhen sKomeone said something about as other concerns such as social segregation tolabelthemselves as 'trash.' Irealize living and aesthetics, as illustrated in these two that neither label (queer or white in atrailer, much less someone being homeless. Thie term White trash is EC postings, of which the main themes trash) says aniythinig about their horrible-because someone enjoys were initially voiced in class discussion: morality. By homosexuials embrac- ing this name, it just letother people trappinganimals and lives inatraffer does not mtean they are just throw- "Some aspects I found interesti'ng know they were not bothered by about the show was the factthatitwas being called queer-that that is not always. Like the guy in class said, his cousin may not be the most produc- in black and white and that it played something they~are ashamed of. I tive member ofsociety, buat Ithink his offofoldhorrormovieideas ... .I think don't see how this could be applied to honesty is much more of a contribu- that they trxyto create asimuch atmo- white trash-how people could turn tion to society." sphere in each episode to make the the term around to mean something shownmore interesting and keep their positive, something they are proud As, demonstrated, by the end of the viewers guessing as to what they are of. People are not trash!!!" going to do next. This is also a quality( week students wAere thinkingvery seriou,sly * that I admire most about the show, "One may claim to be proud of being and critically about the complexities of theyv pay so mnuch attention to small ahillbilly, or even a redneckbecause second-wave Whiteness. This is an impor- details to which makes you pay more the term isn't seen as negative to tant component of a transformative multi- attention to what is happeningso you everyone. Rtemember The Beverly culturalism, as noted by Wray & Newitz can pick up on small aspects such as; Hillbillies? They were portrayed as (1997:6): "[A] great deal of work still needs * the fact that it was'in Indiana." a good old fashioned, wholesonie fam- to be done before multiculturalism-and ily. Society didn't look down on them whites' participation in it-is associated "I think the term White trash was despite their thubilly' status. But, the with a progressive, interracial political created by other Whites who felt in- ter m 'White trash is different. All of strategy rather than a victim chic and ra- tellectuallyand socially above people society connects it with being lazy, cmia divisiveness." Many students repor-ted within their same race. I'm from New dirty, poor, andinmmoral. That is why York and insidle thie city limiits that that they felt empowered by the discussion, no one categorizes themselves as as they gained better understandings of term,is used to stereotype homeless, 'White trash.' But, many think of poor people, and drug addicts." aspects of their identities, such as one stu- hillblles as j-ust people living on a dent who said he liked beingcalled a "hick." small farmi raising pigs to keep from Additionally, in the EC students ex- Th-ese student s came to "voice": they learne d the rich lifestyle, not necessarily as plored intersections of WVhiteness with that"t6 hear each other (the sound of differ- immoral bumns." Queer Theoryi, the study of the political and ent voices), to llsten to one another, is an *social poetics and problemhatics involved in 'I don't think there is anything con- exercise in recognition. It also ensulres that the social construction of complx sexuality crete. I havreknown men and women no student remiains invisible" (hooks 1994: (seHnnesy1995; Phela 1995; Seidman that 'like' heir own sex, but wouldn't 41). I wanted all of my students to become 1995; Warner 1993 for general discusso date one.Soeotethuttem visible, to engage in the tough but reward- ofqueer theory; see Anzaldua 1987;1Berube selves as gay, others bi, others ing work of making articulations of per- & Beru?be 1997; Chabram-Dernersesia-n straight. I don't think those terms sonal experience and societal operation. 1997;1 Davy 1997; Sanel 1997 fo-r inter- have a concrete meaning at alL. Back hooks (1994: 148), however, notes that in high school we did a story o-n sections of queer sexuality and Whiteness'). "coming to voice is not just the act of telling rednecks. The people we wrote about This staffed when a s~tudenit concluded an one's experience. It is using that telli-ng EC post with "[White trash] is not, a con- called themselvesrednecks, withouti the writers first labeling them. Ev- strategically-to come to voice so that you crete concept with~ an exact definition. It is eryone got a kick out of the story. can also s-peak freely about other subjects." net like being gay." I posted a response that Anyway, it,'is thecontext Ithink that The students learned how they personally "[Student] raises avery interestingpoint in determinies if one is using redneck or take part in the hegemony of Whiteness in the last post:. 'White Trash is not concrete hillbilly as a put-down. If you are America, wherein articulations about who li-ke being gay. Let me turn that into two c-alling yourself one, yVou might. be and what our society was, is, and should be questions for us to think about. One, is proud of your background. If some- are subject to continual debate. ..on an un- being agay man orles-bian concrete, that'is, one is calling someone else a redneck, even playing field WVhites and non-Whites does everyonae know and agree about what a proably isn't exactly toplace bless- both contribute to Whiteness (though, of those things 'are'? Two, while usinig 'White ings on them! Media is part of the course, in different ways). I reminded the trash' may be a stretch becauise of the pejo- Problem with m-ultiple mieanings.

MULTiCULTURAL EDUCATION a I students about the matrix of domination, power relations and producing spe- issues, problems, anxieties, dreams illustrating the point with a story about my cific notions of citizenship. (Giroux and hopes of real (actually existing) own stereotypes about Whites learned in 1993:373) men and women: arguments, in other my all-Black high school, and words, that take the popular (and how I A transformative multiculturalism struggled to overcome them. hence the populace) seriously on its that is informed by postmodern theory Since the class was on "media and own terms. (Hebdige 1996: 195) calls attention to universities as ideologi- society," I devoted special attention to the cal sites in the production and reproduc- In a postmodern transformative multi- mediated operation of hegemony: tion of hegemony, as detailed above by culturalism teachers and students learn to In the postmodern, hegemony is won Giroux. Instructors, then, not only interro- continually analyze "how the conditions of not simply through the transmission gate the world outside of the classroom, democratic life have been eroded through a of ideas and the control of the popu- they continually question what and how market culture and bureaucratic state in lation through centralization and knowledge is produced therein. This does which access to power and pleasure is lim- homogenization; it operates also not, however, mean that it is the job of it,edtofewgroupswieldingmassive amounts through the abundance ofchoice and instructors to police politically correct of economic and political power while being the resulting fragmentation of the thought in a classroom as subaltern relatively unaccountable to those groups populace. (Sholle & Denski 1993:300) counterpublic, and manipulate ideas of below them" (Giroux 1996: 134). Teachers The students and I explored the operation desirable social and spatial utopias. and students learn to continually construct of difference in media, how we understand This is what Giroux (1996: 127) calls alternative representations as a means to- ourselves through ubiquitous construction "politicizing education," which "silences in ward changing social and cultural condi- ofthe Other, that these understandings are the name of a specious universalism and tions; they learn to organize new ways of the result of struggle within unevenly occu- denounces all transformative practices thinking into new ways of doing. pied terrain in which some groups have through an appeal to a timeless notion of Some of my former students report more power to construct favorable repre- truth and beauty." No, we must adopt "po- being inspired to conduct activities such as sentations of themselves and unfavorable litical education," which de-centers power, making new friends with Others, talking accounts of others, and that these social calls attention to and critiques efforts to old friends out ofjoining an extremist group constructions have very real material and unjustly stratify groups and reify inequal- (the Ku Klux Klan), joiningor forming activ- cultural effects (Bobo 1995; Fiske 1994; ity: "Politicizing education perpetuates ist groups, and writing articles for newspa- Gillespie 1995; Kellner 1995). pedagogical violence, while a political edu- pers and magazines. As America becomes hooks (1994: 39) argues that "the un- cation expands the pedagogical conditions increasingly multicultural, we need more willingness to approach teaching from a for students to understand how power works citizens to both embrace difference and to standpoint that includes awareness of race, on them, through them, and for them in the try to actualize positive manifestations. sex, and class is often rooted in the fear that service of constructing and deepening their Constructing models of postmodern trans- classrooms will be uncontrollable, that roles as engaged thinkers and critical citi- formative multiculturalism is an integral emotions and passions will not be con- zens" (Giroux 1996: 53). We must, in other part of this on-going project and, indeed, tained.... Making the classroom a demo- words, teach to transgress (hooks 1994), provides a difference that really makes a cratic setting where everyone feels a re- but we can not proscribe the results ofthose difference. sponsibility to contribute is a central goal transgressions. of transformative pedagogy." A transfor- In a postmodern transformative multi- REFERENCES mative multiculturalism must be willing culturalism such political education con- Anzaldua, G. 1987. Borderlands/LaFrontera. San to invoke the personal as well as the public, tests dominant social issues and ideals Francisco: Aunt Lute. calling explicit attention to the interactive and attempts to empower subordinated Balsamo, A. 1997. Technologies of the Gendered groups. Keeping the matrix of domination Body. Durham, NC: Duke University Press. forces of race, gender, class, and sexual ori- Bartky, S. 1990. Femininity and Domination. New entation. 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